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    69 views2 pages

    Journal Note Bicultural Challenges For Educational Professionals in Aotearoa

    Uploaded by

    api-415360536

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    JOURNAL NOTE   

    Title: B
    ​ icultural challenges for educational professionals in Aotearoa 

    Type: ​Journal  

    Author/Source: ​Ted Glynn 

    URL: h
    ​ ttps://drive.google.com/file/d/1uU2fnuOXPKv2GK6JIseWEKXlDbbqNAQ0/view  

    Date published: ​2015 

    Tags: T
    ​ reaty of Waitangi, Kaupapa Maori, pedagogy  

    Summary:  
    158 years ago the Treaty of Waitangi was signed and this has what New Zealand has based our bicultural goals and achievements on. There 
    are many different views both from Maori and non Maori about the importance of the Treaty. There are also conflicting viewpoints on the 
    meaning behind the Treaty. Non Maori see the Treaty as an expression of the principles, but Maori see it as a charter for sharing power and as 
    a guide to intercultural relations in New Zealand. Glynn, sees that the most important part of the Treaty for educational professions is article 2 
    by which the Crown ceded to the chiefs ​tino rangatiratanga o ​ ver their lands, forests and fisheries and all other t​ onga (treasures or resources). 
    This means that the Crown must recognise the right of Maori to continue to define, protect, promote and control all of their treasures and 
    resources. Knowledge is counted as one of these treasures.  
     
    The idea that the Treaty is a relationship between Maori and Pakeha is not fully seen. It is rather seen as a struggle between majority and 
    minority. The government (majority) has made educational policies that fit them, this means that Moori have had to sacrifice more to fit into 
    their policies. New Zealand is embracing the cultures of refugees and having their cultures and language celebrated in schools. New Zealand 
    educational professionals are slow to see that the language and culture of Maori people is more crucial than migrant groups.  
    Maori educational professionals are addressing the need to support Maori, Kaupapa Maori. This is seens as the Maori way of doing things, 
    Maori control and Maori autonomy. The Kaupapa Maori initiative help set up the first kohanga reo in 1982 and since then their are over 800 
    language nests, 40 kura kaupapa maori, four wharekura and three whare wananga. 
     
    According to the Glynn, the New Zealand Educational professionals have been slow to acknowledging the importance of culture and cultural 
    differences with respect to Maori. Treating everyone the same, does not address Maori achievement.  
    Glynn has come up with 5 ways that support pedagogy 
    1. Ako - unified cooperation of the learner and teacher, interchangeability of the roles 
    2. Modelling: Learning through exposure - informal way of teaching and learning  
    3. Learning in groups - interaction with others benefits the groups 
    4. Memory and rote learning - Maori people have high value on memorising knowledge. Knowledge can be transmitted in a wide range 
    of ways 
    5. Story telling - it is an effective way of transmitting information both complex and sophisticated 
    Glynn, poses questions to be researched so Maori Issues are no longer ignored. Kaupapa Research is a way of defining and protecting the 
    knowledged that existed before European contact. Kaupapa Maori research ensures that ownership and control are located within a maori 
    perspective. 
    Poutama Pounamu Research Whanau have set up 4 examples that focus and show Maori achievement improving: 
    1. Tatari Tautoko Tauawhi (reading tutoring) - one -to-one reading tutoring  
    2. Hei Awhina Matua - whanau-based project which addresses behavioural and learning difficulties.  
    3. Kia Puawai ai te Reo - a video and training and assessment resources to support teachers and parents 
    4. Training of resource teachers (guidance and learning) - ongoing project working with teachers in meeting the behaviour and learning 
    needs of maori students.  
    Kaupapa Maori embraces the essence of tino rangatiratanga within education. Kaupapa Maori is keeping the maori cultural alive and helping it 
    survive.  

    Impact: Critically reflect on the impact that this might have on your practice. What would you 
    change (or not)? 
    ● Positive impact as I want to learn as much as I can 
    ● Important to understand Te Reo and Tikanga to understand the students you teach 
    ● Using the 4 ideas to support teaching and learning not only with Maori students but across my classroom 
    ○ Ako - unified cooperation of the learner and teacher, interchangeability of the roles 
    ○ Modelling: Learning through exposure - informal way of teaching and learning  
    ○ Learning in groups - interaction with others benefits the groups 
    ○ Memory and rote learning - Maori people have high value on memorising knowledge. Knowledge can be transmitted in a 
    wide range of ways 
    ○ Story telling - it is an effective way of transmitting information both complex and sophisticated 
    Limitations: Critically reflect on the strengths and weaknesses of this information. Is it 
    transferable to your particular practice, NZ’s situation?  

    ● Changing the mindset of Maori and non Maori around the meanings of the Treaty and its importance to Maori 
    ● Te Reo meanings and English meanings differ 
    ● Lots of political aspects behind this  
    ● Putting importance on embracing other cultures and not seeing Maori as the most important 
    ● New Zealand education professionals (government) slow to recognise and implement this as an important aspect 
    ● Main discussion is around empowering and sustaining current Maori - no push to include non Maori to help empower and sustain 
    ● Kaupapa Maori only sharing knowledge between each other  
    ● Mainstream schools implementing kaupapa Maori ideas  

    Related links:  

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